Educational Service Providers - Provider Detail

The information provided regarding Educational Service Providers is provided for information only. The Colorado Department of Education does not endorse, represent or warrant the accuracy or reliability of any of the information, content, services or other materials provided by these educational service providers. Any reliance upon any information, content, materials, products, services or vendors included on or found through this listing shall be at the user's sole risk.

Name of Schools/ Districts that this organization has served in other states:

Cambridge Education has an extensive list (below) of schools and districts it has worked with across the United States over the past six years. A full list of our recent projects are listed below. If you require contacts and/or references from any of the following, please contact info@camb-ed-us.com to request further details.

City entity or department that administered the contract: North Carolina Department of Public InstructionContract Number: 0801-5321197-110030650630Dollar amount of the contract: $376,000Dates and periods during which the contract was in effect: 2008-2010A short description of the services provided: School review and training program for more than 30 schools and districts across the state.

City entity or department that administered the contract: Massachusetts Elementary and Secondary Education DepartmentContract Number: Dollar amount of the contract: $65050Dates and periods during which the contract was in effect: Spring 2011A short description of the services provided: Developing and implementing academic, leadership/management, and other strategies to New Bedford School District.

City entity or department that administered the contract: Charlotte-Mecklenburg SchoolsContract Number: 415997Dollar amount of the contract: $1,500,000Dates and periods during which the contract was in effect: 2008-2010A short description of the services provided: School review and training program for schools across the district.

City entity or department that administered the contract: Adams County School DistrictContract Number: Dollar amount of the contract: $10,000Dates and periods during which the contract was in effect: 2009A short description of the services provided: Tripod surveys and reports; training

City entity or department that administered the contract: Cabarrus County Public SchoolsContract Number:Dollar amount of the contract: $65,000Dates and periods during which the contract was in effect: Spring 2010A short description of the services provided: School reviews and improvement action planning.

City entity or department that administered the contract: : New York City Department of Education/Special ProjectsContract Number: Dollar amount of the contract: $250,000Dates and periods during which the contract was in effect: 2007-2010A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Empowerment Support Organization, New York City Department of EducationContract Number:Dollar amount of the contract: $50,000Dates and periods during which the contract was in effect: Spring 2009A short description of the services provided: Training and support for Professional learning communities at several school sites.

City entity or department that administered the contract: New York City Department of EducationContract Number: QR328AMDollar amount of the contract: $150,000Dates and periods during which the contract was in effect: 2008-2010A short description of the services provided: Training and support for Professional learning communities at several school sites.

City entity or department that administered the contract: Ewing Public SchoolsContract Number:Dollar amount of the contract: $15,000Dates and periods during which the contract was in effect: 2008-2010A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Fairfax County Public SchoolsContract Number:Dollar amount of the contract: $1,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Farmington School DistrictContract Number;Dollar amount of the contract: $150,000Dates and periods during which the contract was in effect: 2007-2009A short description of the services provided: Tripod Project student perception surveys and reports; ongoing professional development.

City entity or department that administered the contract: Fall River Public SchoolsContract Number;Dollar amount of the contract: $65,000Dates and periods during which the contract was in effect: 2010A short description of the services provided: Tripod Project student perception surveys and reports; professional development; school quality reviews for gathering baseline data.

City entity or department that administered the contract: Ithaca City SchoolsContract Number:Dollar amount of the contract: $75,000Dates and periods during which the contract was in effect: 2007-2010A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Lawrenceville Public SchoolsContract Number:Dollar amount of the contract: $50,000Dates and periods during which the contract was in effect: 2007-2010A short description of the services provided: Project student perception surveys and reports.

City entity or department that administered the contract: Massachusetts Department of Elementary and Secondary EducationContract Number:Dollar amount of the contract: $600,000Dates and periods during which the contract was in effect: 2007-2010A short description of the services provided: Ongoing consulting and support for tiered instruction, early childhood programs, and schools in need of improvement.

City entity or department that administered the contract: Clayton Public SchoolsContract Number:Dollar amount of the contract: $50,000Dates and periods during which the contract was in effect: 2007-2010A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Worcester Public SchoolsContract Number:Dollar amount of the contract: $150,000Dates and periods during which the contract was in effect: 2007-2010A short description of the services provided: Support for curriculum mapping and common planning time.

City entity or department that administered the contract: Jamesville-DeWitt City SchoolsContract Number:Dollar amount of the contract: $50,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: San Diego Independent School DistrictContract Number:Dollar amount of the contract: $45,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Norwalk Public SchoolsContract Number:Dollar amount of the contract: $5,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Chandler Public SchoolsContract Number:Dollar amount of the contract: $20,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Glen Cove City SchoolsContract Number:Dollar amount of the contract: $25,000Dates and periods during which the contract was in effect: 2008-2010A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: St. Paul Public SchoolsContract Number:Dollar amount of the contract: $25,000Dates and periods during which the contract was in effect: 2008-2009A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Eugene Public SchoolsContract Number:Dollar amount of the contract: $80,000Dates and periods during which the contract was in effect: 2007-2009A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Dallas Independent School DistrictContract Number:Dollar amount of the contract: $20,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Reynoldsburg Public SchoolsContract Number:Dollar amount of the contract: $15,000Dates and periods during which the contract was in effect: 2009A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Austin Independent School DistrictContract Number:Dollar amount of the contract: $8,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Lafayette Parish Public SchoolsContract Number:Dollar amount of the contract: $33,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Chicago Public SchoolsContract Number:Dollar amount of the contract: $5,000Dates and periods during which the contract was in effect: 2008A short description of the services provided: Tripod Project student perception surveys and reports.

City entity or department that administered the contract: Memphis Public SchoolsContract Number:Dollar amount of the contract: $180,000Dates and periods during which the contract was in effect: 2010A short description of the services provided: Tripod Project student perception surveys and data collection.

City entity or department that administered the contract: New York City Department of EducationContract Number: QR328AMDollar amount of the contract: $2,300,000Dates and periods during which the contract was in effect: March- July 2010A short description of the services provided: Onsite review of 1,200 early childhood centers across the city using the ECERS scale.

City entity or department that administered the contract: Commonwealth of Virginia in coordination with the following school divisions: the city of Petersburg and the counties of Prince Edward, Brunswick, Sussex.Contract Number: E100329-149-096Dollar amount of the contract: $1,071,141Dates and periods during which the contract was in effect: April 1, 2010 - presentA short description of the services provided: provide Lead turnaround partner support to the four divisions. Cambridge, in close coordination with each division, is developing and implementing academic, leadership/management, and other strategies to improve student performance in persistently low-achieving public schools.

City entity or department that administered the contract: Hillsborough County Public SchoolsContract Number: ITN# 9171-DSTDollar amount of the contract: $3,226,565Dates and periods during which the contract was in effect: March 1, 2010 - presentA short description of the services provided: Cambridge is providing a multi-faceted training program to more than 700 principals, assistant principals, peer mentors, and district staff in the Charlotte Danielson Framework for Teacher Effectiveness. Cambridge Education is providing face to face training, intensive coaching sessions in live classroom settings, and follow-up reviews with the management team at each school to help the district drive the cultural shift and monitor the quality of the process.

City entity or department that administered the contract: New York City Department of Education, Office of Accountability Contract Number:Dollar amount of the contract: $18,000,000Dates and periods during which the contract was in effect: September 2006 - July 2009A short description of the services provided: While the project started in September 2006, a vast majority of services were provided starting in January 2007. The work includes a minimum of two quality review visits and reports for each New York City public school, staff professional development/capacity building, quality assurance training, project coordination and administration, as well as technical advisory.

City entity or department that administered the contract: Connecticut State Department of EducationContract Number:Dollar amount of the contract: in excess of $1,000,000Dates and periods during which the contract was in effect: 2007 - 2008A short description of the services provided: School and district quality reviews for 15 school districts across the state.

City entity or department that administered the contract: New Haven Public SchoolsContract Number:Dollar amount of the contract: $579,000Dates and periods during which the contract was in effect: 2007 - PresentA short description of the services provided: The work program for services provided to the district include: Executive Coaching, Effective Classroom Observation, advisory to the assistant superintendent, ongoing support to new principals, new principal induction.

City entity or department that administered the contract: Empowerment Schools Organization, New York City Department of EducationContract Number:Dollar amount of the contract: $540,500Dates and periods during which the contract was in effect: 2009 - 2010A short description of the services provided: Intensive ongoing support for 9 schools designated for closure.

City entity or department that administered the contract: Minneapolis Public SchoolsContract Number:Dollar amount of the contract: $550,000Dates and periods during which the contract was in effect: 2009 A short description of the services provided: School quality reviews for all Minneapolis public schools.

City entity or department that administered the contract: Newark (NJ) Public SchoolsContract Number:Dollar amount of the contract: $301,250Dates and periods during which the contract was in effect: March - July 2009A short description of the services provided: School quality reviews for a select group of 17 schools.

City entity or department that administered the contract: NYC Department of EducationContract Number: QR328AMDollar amount of the contract: $300,000Dates and periods during which the contract was in effect: 2009 - 2010A short description of the services provided: Advisory and training services to individual NYC public schools as well as local networks/districts.

City entity or department that administered the contract: Bridgeport Public SchoolsContract Number:Dollar amount of the contract: $800,000Dates and periods during which the contract was in effect: 2009 - PresentA short description of the services provided: Intensive ongoing support for district schools.

City entity or department that administered the contract: Indiana State Department of Education Contract Number:Dollar amount of the contract: $360,348Dates and periods during which the contract was in effect: 2009A short description of the services provided: School quality review visits to schools in the lowest performing school divisions, as well as a meta-analysis and presentation of findings to the state commissioner.

City entity or department that administered the contract: Christina School DistrictContract Number:Dollar amount of the contract: $350,000Dates and periods during which the contract was in effect: 2009 - PresentA short description of the services provided: School quality review and improvement planning sessions for 27 district schools.

City entity or department that administered the contract: Newark (NJ) Public SchoolsContract Number: Dollar amount of the contract: $659,000Dates and periods during which the contract was in effect: 2009 - 2010A short description of the services provided: School quality review and improvement planning sessions with 63 district schools, as well as a meta-analysis of findings.

City entity or department that administered the contract: Minneapolis Public SchoolsContract Number:Dollar amount of the contract: $755,900Dates and periods during which the contract was in effect: 2010 - PresentA short description of the services provided: Intensive ongoing support to cohorts of schools, interim progress review visits to select schools, a district-wide evaluation of special education services, and a teacher evaluation program.

City entity or department that administered the contract: Newark (NJ) Public SchoolsContract Number:Dollar amount of the contract: $401,753Dates and periods during which the contract was in effect: 2010 - 2011A short description of the services provided: Intensive ongoing support to 7 Newark schools, with focus on development and support of teachers.

City entity or department that administered the contract: Minnesota Department of EducationContract Number: SINGLE SOURCE - 852 - STATEWIDE SYSTEM OF SUPPORT - SCHOOLQUALITY REVIEWSDollar amount of the contract: $394,800Dates and periods during which the contract was in effect: 2010 - 2011A short description of the services provided: School Quality Review visits and improvement planning sessions for select Minnesota public schools located throughout the state.

City entity or department that administered the contract: Bloomfield Public SchoolsContract Number:Dollar amount of the contract: $44,000Dates and periods during which the contract was in effect: 2010 - 2011A short description of the services provided: School quality review visits, improvement planning sessions and Tripod assessments for district schools.

City entity or department that administered the contract: California Dissemination Grant ProgramContract Number:Dollar amount of the contract: $1,450,000Dates and periods during which the contract was in effect: 2008-2011A short description of the services provided: A program of school quality reviews, school improvement planning, Tripod assessments, professional development, and coaching to schools run by the Green Dot Charter Management organization, the Alliance for College Ready Schools, and the Los Angeles Unified School District.

City entity or department that administered the contract: Sacramento Unified School DistrictContract Number:Dollar amount of the contract: $724,000Dates and periods during which the contract was in effect: 2009-2011A short description of the services provided: School quality reviews, district quality review, capacity building, Tripod assessments, school improvement planning, and meta analysis to over 45 schools in the Sacramento City Unified School District.

City entity or department that administered the contract: Oakland Unified School DistrictContract Number:Dollar amount of the contract: $235,000Dates and periods during which the contract was in effect: 2008-2009A short description of the services provided: School 1uality reviews, capacity building, and meta analysis to 21 low performing schools in OUSD.

City entity or department that administered the contract: Pomona Unified School DistrictContract Number:Dollar amount of the contract: $249,000Dates and periods during which the contract was in effect: 2009-2011A short description of the services provided: Training and coaching for principals and assistant principals in PUSD middle schools engaged in reconfiguration.

City entity or department that administered the contract: Oakland Unified Charter Office Contract Number:Dollar amount of the contract: $83,000Dates and periods during which the contract was in effect: 2008-2010A short description of the services provided: Charter School Renewal reviews to make recommendation on Charter renewals in OUSD.

Qualifications of this Organization (licensure, trademark, etc.):

Cambridge Education is a leading provider of education services with over 25 years of experience working in over 45 countries throughout the world. We have extensive experience and expertise in numerous assignments throughout the US over the past eight years. Since 2002, we have led projects in over 200 districts across 24 states and have worked in over 2,500 schools. These engagements include programs at the school, district, state, and government level.

Cambridge Education is licensed to do business in the state of Colorado.

Qualifications of Instructors/ Staff that Provide Services:

Cambridge Education has built a well deserved reputation for deploying high quality staff and consultants to support schools across the world. Our approach is to deploy a Project Team which includes a Professional Lead, Project Director and Project manager all of whom have the experience and expertise to successfully implement large scale school improvement projects.

We have shown through our work with districts such as New York City, where we worked with all 1,400 schools for three years and at peak times deployed over 50 staff and consultants per week, Hillsborough, Florida where have worked with 240 schools for the past year, that we have the capacity to support a large number of schools at any one time.

The nucleus of this staff come from our full-time core worldwide staff of over 350 employees, 40 of whom are based in the US. In addition we have access to over 3,500 consultants, of which over 150 have worked in the US during the past two years. The Project Director can call on all these resources to ensure that we deploy staff with the most relevant experience, expertise, skills and knowledge to support successful school improvement in each school.

Cost:

The prices for of all of our services can vary based on size and scope of work. In general, we charge an inclusive fee of $2600/day. To get pricing for our full range of services, please contact us at info@camb-ed-us.com.

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.

The programs and services listed below are drawn from our worldwide offerings. They are all current programs from which part of our service delivery to schools, districts and states in America. Schools and districts can select any combination of these services to fit their individual needs.

Capacity BuildingCambridge Education has gained a unique reputation for providing advice, support and training to build capacity at school, district, and state level. In virtually all of our US sites, we are helping states, districts and schools to totally rethink their teacher and leadership professional development programs and are at the same time assisting school and district leaders in their efforts to embed professional learning in the routines of practice. All our programs include training our clients' staff, school administrators and others to gain experience and expertise by working alongside members of our experiences School Improvement Consultancy Team.

Comprehensive School Improvement PlanningThis program is designed to support and engage school leaders in identifying and implementing school improvement measures. Cambridge Education provides onsite leadership support for principals and administrative teams in order to improve school effectiveness and raise student achievement through strategies for Continuous School Improvement. The onsite support is provided for an agreed/negotiated number of days throughout the school year and aimed at capacity building among administrative teams.

Design Advisory/Technical Assistance Cambridge Education is uniquely qualified to be a lead partner. We have extensive experience and expertise as school improvement advisors, technical assistants and consultants in numerous assignments throughout the world including the US. These include engagements at school, district, state, and government level. Since 20002 we have led projects in over 90 districts across 24 states, and in over 2,500 schools.

District and school improvementCambridge professionals work with local school districts and state boards all across the U.S. to help them renew their focus on school improvement, student achievement, embrace accountability for learning, and build local capacity. Using our research-based and successfully tested review process, self-evaluation tools, and improvement strategies as a starting point we advise schools, districts, and states on the design and implementation of comprehensive plans for district and student improvement.

District Quality Review (DQR) This process, which includes a Comprehensive Needs Assessment, is designed to support districts by providing them with a clear view of their strengths, areas for development, challenges and successes.

School Quality Review (SQR)This program enables and assists state departments of education and districts to clarify the quality of education in their schools. It also provides critical tools to help schools build on their successes to improve teaching, promote student achievement, and engage in a program of continuous quality improvement. Through the SQR, a Cambridge team of experienced and trained educators gathers evidence by observing learning in classrooms, interviewing stakeholders, and assessing student performance results. The evidence is used to set an agenda for change and school improvement.

The Tripod Project Cambridge Education is also partnered with The Tripod Project, a national consortium of schools and districts with a shared interest in raising achievement for all students, while narrowing gaps among students from different racial, ethnic, and social class backgrounds. Schools engaging in this work are committed to strengthening their performance in three domains: content; pedagogy and relationships. The project, headed by Dr. Ron Ferguson of Harvard University's Achievement Gap Institute, uses student and teacher surveys to collect data and analyze school climate, classroom conditions, and student engagement. The surveys and the associated analysis of results are based on an underlying conceptual model that has been developed and refined over eight years and is informed by surveys of over 300,000 students in more than 50 districts. We use the Tripod Project's conceptual framework to support school improvement efforts. Our Targets for Student Engagement are based on a review of research literature and our analysis of Tripod assessment data.

The Cambridge Education Quality Mark for Schools and CollegesThe Cambridge Education Quality Mark® provides an independent accreditation of your school's performance. We will help you meet the challenge of ensuring that your school maintains its "outstanding" status. The Cambridge Education Quality Mark® will provide you with a comprehensive and independent review of all aspects of the school's work.

1. Leadership Development

Leading for improvement This program develops administrators' knowledge skills and understanding of how Highly Effective Leaders make a difference. The program focuses on the following areas: - Creating the culture for learning- Leading for improvement - moving people forward- Leading for improvement - moving the organization forward- Motivating people and holding staff accountable

Leadership and Management: An Introduction for Aspiring School Leaders and Managers anExpectations of middle and senior leaders have changed out of all recognition in recent years. New initiatives have added to the role, with assessment and data analysis, target setting, curriculum alignment, performance management, school culture and climate all requiring new skills. This introductory program encourages aspiring leaders to reflect on how they can be both challenging and supportive.

Leading at All Levels: Distributed Leadership in Your School and management This program enables leaders to recognize their own skills, enhance these further and empower their colleagues.

Developing Supervision Skills (for line managers of primary and secondary learning mentors and other similar roles)Do you line manage staff who are providing individual support to pupils focusing on social and emotional needs? Do you line manage staff who may be Lead Professionals? If so, you must have a secure approach to managing, monitoring and supporting those staff who are working with vulnerable children.

Executive CoachingThis program helps school leaders make sense of coaching theory and develop approaches to coaching in their schools. The program enables participants to set coaching and mentoring in the context of other educational developments and to explore the underpinning principles and key elements for the successful sustained practice of coaching. It identifies implications for school leaders, most notably issues around culture, behavior and practicalities in school systems, structures and processes. Additionally, it identifies some of the challenges and practical ways forward for school leaders who wish to develop their work in embedding a coaching culture in their schools

From School Self-Evaluation to School Development PlanningSelf-evaluation is an essential skill for any school and central to making ongoing improvements. Effective self-evaluation not only provides districts and schools with a range of tools, it also helps place self-evaluation within the wider context of national initiatives and improvement planning. Our proven processes provide effective techniques, as well as helpful tools, for managing evidence and information gathered during the self-evaluation process.

Leading and Managing ChangeThis program encourages the school leadership team to review and reflect on the guiding principles of change management and to use these as a systematic, comprehensive framework, which enables to understand what to expect, how to manage their own personal change, and how to engage the entire school in the transformation process.

Measure of Effective TeachingThe goal of the MET Project (Measures of Effective Teaching) is to help educators and policymakers identify and support good teaching by improving the quality of information available about teacher practice. With funding from the Bill & Melinda Gates Foundation, independent education researchers, in partnership with school districts, principals, teachers, and unions, we work to develop a fair and reliable measure of effective teaching. The MET project is informed by the real work of real teachers, in real classrooms. It goes beyond the exclusive use of student assessments as a proxy for effectiveness and, instead, is geared to developing a set of measures that together serve as an accurate indicator of a teacher's impact on student achievement.

Planning, Monitoring Evaluation and Reviews This program develops the essential skills, knowledge and understanding of theses key elements of school improvement

School Development Planning and Action-Planning Using SDP templates enables the leadership team to develop, short, medium and long terms action plans with specific milestones and key performance indicators.

Staff Coaching to Raise Achievement This training program is a one day workshop on the principles and practice of coaching. This training will enable participants to develop a shared concept of what coaching is, practice some practical techniques and develop a way forward for your school.

Strategic leadershipThis program encourages schools to develop high quality leadership and management teams with: clear vision, ambition and goals; a focus on student achievement; as sense of purpose and high aspirations; and strategies which impact directly on student's learning

Strategic Leadership of Technology This program support school leader to develop holistic school policies and practices to promote the use of technology to aid teaching and learning

Training the Trainer: Maximizing Your Impact, Developing Your FutureTrainers should create long-lasting impressions and ensure all members of staff have the necessary skills to succeed. To make a real impact on learning and teaching in schools, this two day training program will provide you with practical and proven methods to extend your skills, develop your career and get the most out of your staff.

Instructional Best PracticeThis one day program is designed to encourage staff, especially school leadership teams and team leaders to engage and reflect on instructional best practices

Differentiated Instruction/Individualized Learning This one day program is designed to encourage school leaders and teachers to:- explore their beliefs about learning- review and evaluate differentiated instruction and individualized learning- consider what they find the most compelling argument for differentiating instruction and learning- reflect on what ways the principles of differentiation coincide with their school's aims, values and mission- consider if there any valid, professional arguments against differentiating teaching and learning

Effective Classroom Observation (ECO)The aim of this program is to help develop the skills of effective lesson observation and enhance the quality of feedback provided to teachers. Participants acquire the necessary skills, knowledge, understanding and confidence to carry out lesson observations to a high standard, to look critically at student's work, to consider the role of talking with students and to provide high quality professional development feedback to teachers

Improving Classroom Observation (ICO)This essential whole-staff lesson observation training reviews the characteristics of effective teaching and learning against the most up-to-date Teaching and Learning criteria. This will give all your staff the confidence and ability to make judgments and self-evaluate accurately.

Creative Approaches to Raising Standards This course focuses on creative approaches to learning, teaching and school management. Creativity was has been highlighted by leading researchers as being a significant factor in differentiating good to outstanding schools

Closing the Achievement Gap This program focuses on the key elements which have been identified by the Harvard Achievement Gap Initiative project

Focused Teaching Teachers must develop a repertoire of strategies, skills, knowledge and understanding of teaching and learning to engage all students in the learning process. This program focuses on new approaches to learning including the use of develop brain-based methods for accelerating motivation and achievement.

Good Teaching, Successful LearningThis training program gives staff the skills to observe and evaluate the characteristics of good teaching and the consequent successful learning. It uses a coaching model for recording observations and structuring post-observation discussion and enables teachers to take responsibility for defining actions for further improvement.

Improving Teaching and Learning This one day practical training course reviews the features of effective teaching which lead to high quality learning and demonstrates how all who work in schools can work collaboratively to raise standards, improve teaching and share good practice.

Making Good Teaching Outstanding This is a course for senior leaders who want to understand how the inspection judgments about outstanding teaching and learning are made. It will help leaders understand what to look for when they observe lessons. It will also give them strategies to use with individual teachers to help them improve their practice.

Teaching for LearningThis program provides a framework for teachers and coaches to reflect on their teaching and improve their performance to enrich students' learning. There are six modules that address: - How the brain learns- The importance of the learning environment- Memory and learning- Learning rapport- Managing behavior - Purposeful learning

Professional Learning Communities (PLCs)The majority of schools across the US have adopted PLCs as a model of promoting collaboration between teachers. However, in many instances this has been introduced without appropriate training and support to ensue successful implementation. Cambridge Education recently completed an assignment on behalf of the Massachusetts Department of Education to produce a PLC Tool Kit to improve the effectiveness of Professional Learning Communities (PLCs) in the state's most challenged districts.

Performance Management: Enabling Staff DevelopmentA practical performance management program to support those who are new to, and require additional support for, managing professional development at all levels.

Performance Review: Professional Growth ResourceThis training program and associated pack of support materials will help leadership teams to carry out staff reviews, objective setting and completing lesson observations in line with the most up-to-date performance management legislation.

Teacher Evaluation An integral part of the Teacher Evaluation program is supporting schools to develop an ongoing annual Performance Management Cycle for Teacher Evaluation, including a minimum of 3 classroom observations, with associated feedback. Both the Teacher and Principal Evaluation programs are based on independent research led by the Hay Group and include making judgments against separate sets of National Standards.

Managing Challenging Colleagues: Addressing Underperformance and Negotiating for Improvement Schools are under intense pressure to improve. This course is designed to give delegates techniques for approaching 'well defended' colleagues, skills in negotiating for improvement and the confidence to address the more challenging areas of underperformance in their schools and departments.

Social and Emotional Aspects of Learning This training program discovers how we can help our pupils to develop their 'feelings talk' to enhance their academic learning and their social skills.

Supporting Beginner English Language Learners This training program provides successful approaches to integrating new ELL students into mainstream classrooms, generating staff confidence and ensuring pupil progress.

Supporting Advanced English Language Learners With its focus on oral skills, academic language and literacy skills, this training program will contribute to the success of all students by helping to develop a clear and consistent approach to language development.

Fast Track Literacy This half-day program provides insight into the reading process with emphasis on how this impacts upon pupils of secondary age who are new to English and new to literacy.

Gifted and Talented This suite of programs is designed to enable all staff to incorporate best practice strategies for enabling Gifted and Talented students to thrive into their day to day teaching. Much of the material is based on the work developed by the highlight acclaimed National Center for Gifted and Talented Students at the University of Warwick, England.

Developing Newly Qualified and Early Career Teachers This comprehensive program will develop teachers through practical workshops with supportive resources and helpful discussion on the topics that really matter.

Using IT Effectively to Enhance Learning and Teaching We offer a range of support that can be taken as individual packages or in any combination to ensure that the use of IT in school has a positive impact on learning and teaching.

3. Curriculum Alignment and Development

Common Priorities Program This program is designed to support department and grade level staff to undertake curriculum mapping and to ensure that the delivered curriculum is closely aligned to state standards.

Curriculum design and scheduling This advisory support helps schools: - to make decisions about organizing your curriculum effectively - develop and analyze curriculum models- produce the most appropriate curriculum model for your school- know how best to incorporate the details of your staffing and curriculum arrangements such as grouping or alternative provision into your model- to introduce more flexible programming

Understanding by Design (UbD) Through our strategic partnership with Authentic Education (formerly Understanding by Design) we are able to provide a wide range training and support programs to school leaders, teachers and other staff in the use of UbD as an aid to curriculum design and lesson planning.

Early Years Foundation Stage: Practical Approaches This program offers valuable training for Early Years practitioners to support, develop and improve their current practice.

Careers and Technical EducationThis programs enables schools to review and evaluate existing program and assists schools to develop high quality Careers and Technical Education Programs.

Maximizing the Impact of Your ICT Investment To keep learners engaged, raise attainment and continue to improve your school's effectiveness you need to get the best out of your IT. Our advice, training and tools have been designed to enable principals, senior leaders, and champions to make sure IT supports your education ambitions and you secure maximum advantage from your investment. The advice, training and tools are appropriate for all types of schools.

4. Assessments and Data Analysis to Improve Student LearningAssessment for Learning Assessment for learning is one of the most successful educational initiatives over the past ten years. It has been successful because it has struck accord with teachers and, especially when linked to the Motivated Classroom program, led to improvement in teaching and learning in thousands of classrooms.

Asking Better Questions How to use questioning to actively involve all pupils in class discussions.This half day session helps teachers to model good questioning techniques in class so that pupils are better able to challenge and support each other when working in pairs.

Making feedback countHow to model feedback that provides effective support and challenge. This half day session helps teachers to model effective feedback in lessons so that pupils are better equipped to support and challenge each other when working in pairs.

Actively Involving Learners in Assessment: A Whole School Approach This two day course will help participants to develop the knowledge and understanding to ensure that all teachers in your school have a deep insight into Assessment for Learning and that it becomes embedded in every classroom.

Diagnostics Before Instruction This half day session helps teachers to reflect on the importance of undertaking benchmark assessments to evaluate the knowledge, understanding and skills of students before embarking on a program of study

Formative/Periodic assessments This half day session helps teachers to reflect on the critical role which regular formative assessments have in tracking student progress and enabling student and teachers to set individualized learning goals for each student

RAISE: What your data is really saying about your school This program offers one-to-one and whole school coaching in the effective use of data to improve standards.

Data for Learning This program provides coaching and support to school administrators, data-coaches and teachers so that they can make the effective use of data and data analysis to identify targeted interventions at school, grad and individual classroom level.

Personalization by Pieces This innovative program, links schools and individual learners across the world by providing a structure by which students set their own targets, choose how to complete their work, provide evidence of their achievement, evaluate the work of others and provide effective feedback.

Target Setting for All Students This program enables school leadership teams, teachers and other staff to develop effective systems for tracking individual student progress and for setting effective targets for each student in every curriculum area.

5. School Climate and Support to Students

Developing Community Cohesion in Your School This practical course will support you in monitoring your school's progress towards developing community cohesion to raise achievement, aspirations and celebrate diversity.

Behavior for Learning This two day program enables teachers to develop their knowledge, understanding and skills in this key area of work. The focus is on creating a positive learning environment in which all students are encouraged to be active participants in their own learning. Teachers reflect on a range of rewards and incentives and the importance of developing and implementing a whole school Positive Behavior Program.

EfficacyThis program utilizes the research of the Massachusetts based- Efficacy Institute to assist schools to build consensus in their mission of enabling all children to achieve to their maximum potential. The program is grounded in the belief that he intellectual capacity is neither fixed not given, rather it can be built - to high levels - though sustained application of effective effort at challenging tasks.

The Motivated Classroom program Student engagement and self-motivation promote successful learning. The Motivated Classroom program is a series of professional development activities designed to help teachers understand how motivation works and why we need to help students become self-motivated. This program, gives teachers a broad range of practical strategies for developing positive classroom climates which promote and foster student engagement and self-motivation.

The Inclusion Project This program provides school- based training and professional development in a range of areas including: - Whole- school inclusion- Vision impaired- Hearing impaired

Improving Student Attendance Improving student attendance is a key driver to improving outcomes for students. This half day session supports schools to develop and audit which focuses on what the school is doing to improve student attendance.

Parental Engagement This program supports schools to develop an extensive range of activities which actively engage the participation of parents in to the daily life of the school

Re-tracking This program, which can be used as part of student advisory programs, uses a range of reproducible resources to build self-efficacy and self-confidence

6. Community Engagement

Community Engagement This program supports schools to develop an extensive range of school based and community based activities which actively engage the participation of the whole community in to the daily life of the school

Communication and Interaction Outreach Service We have trained and developed a team of staff that provided consultation, advice and training for those who work in mainstream schools with students who have autism, severe and or profound learning difficulties.

The Reach program This program provides advice, guidance and support to schools, care workers, foster parents and other professionals to improve the educational outcomes and aspirations of children who are in care. Extended School This program encourages schools to look holistically at is out of school activities to ensure that they are fully integrated within the school program and actively promote student's academic, personal, physical and social development

Wrap-around Services provides advice, guidance and support to schools, social workers and other professionals as they seek to develop effective holistic / wrap around services which promote the well -being of the student and the family.

Teenage Information Center - Teenage Advice Center (TIC-TAC) Based on a highly acclaimed innovative program developed in the UK this program provides advice, guidance and support to schools, districts and health professionals on how to establish effective Information and Advice Centers for teenagers.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?

Cambridge Education's mission is to improve the quality of education for learners. Therefore, in everything we do we have a commitment to Total Quality Management through a cycle of Continuous Quality Improvement (CQI). Quality Assurance and Quality Control are key components of the process.

Our cycle of continuous quality improvement for all projects includes:- Rigorous selection of the workforce- Appropriate and focused training- Observation of people in action - Scrutiny of first hand evidence - Constructive, critical feedback - Commitment to using outcomes of quality assurance activities to bring about any necessary improvements- Using quality assurance outcomes to inform the selection process

Quality assuring the work undertaken to meet the requirements of the High Priority Planning, Assessment and Implementation process will embrace the following activities:- working alongside colleagues- direct observation of colleagues in action- discussions with MNPS staff- discussion with co-workers where applicable eg: the lead/team reviewers- evaluation of evidence bases and the accuracy of evaluations/judgments/recommendations- review of notes of visit and/or draft reports - feedback from MNPS- post-event evaluations and surveys

In addition, we include 360* feedback on all contracts recognizing that quality assuring the work of colleagues and associates is a shared responsibility. For example, lead reviewers will provide information on the performance of team members and team members will comment on the work of the lead reviewers; co-trainers/presenters will provide feedback to each other on the quality of their performances.

Our quality assurance process is designed to ensure that our employees and associates carry out all aspects of their work to a high standard and bring about clear improvements by:- meeting the expectations of our code of conduct- meeting the required competencies required of all colleagues and associates informing the training needs of our associates and consultants - testing and evaluating the effectiveness of the processes for different contracts at different stages of those contracts- ensuring good practice is shared- learning from the feedback and experiences of those involved in delivering our contracts- facilitating professional development of all colleagues and associates - enabling effective performance management- demonstrating individual accountability

Cambridge Education will apply the same high standards to each aspect of the High Priority Schools Planning, Assessment and Implementation process. We will:- Train the trainers who will be working with the School Support Team, those conducting local needs assessments and those involved with school improvement and turnaround support. - Allocate fully trained quality assurance mentors/monitors (QAMs) to observe the training sessions ensuring that requirements are met and participants are fully conversant with the tasks ahead- Deploy fully trained quality assurance readers (QARs) to monitor and evaluate a sample of documents used at preparation stages, for example, pre-inspection analysis by the lead inspector- Arrange for fully trained QAMs to observe team meetings and work undertaken in schools at regular intervals throughout the planning, assessment and implementation stages of the project- Organize teams of QARs to check the first and final drafts of all documents, notes of visits and reports to ensure they are internally consistent, correct and fit for purpose.- Arrange for written feedback from QAMs and QARs to be provided to colleagues so that their successes are recognized and areas for improvement identified - Use IT functions such Qualtrics surveys to gather views from participants and analyze outcomes to ensure that leaders can gauge the success of the project and take corrective action if required.

In order to ensure the success of the High Priority Schools Planning, Assessment and Implementation process, we recognize that all stakeholders will need to be fully conversant with the purpose of the project, and how it is will be conducted. Therefore, we will work with and support MNPS staff to compile information, stage awareness raising sessions and deliver training events to maximize the effectiveness of the project.

At all stages of the project, Cambridge Education will seek ways to involve representatives of MNPS in the quality assurance activities. This is in line with our policy of open and transparent collaboration with clients.

Cambridge Education's quality assurance plans are designed to support and challenge colleagues so that they give of their best, contribute to high quality outcomes on each occasion and achieve personal growth. However, if the outcomes of quality assurance activities indicate that an individual is not meeting the expectations placed on them, Cambridge Education will take swift action to remove the individual from the project and find a more suitable replacement.

Cambridge Education has a comprehensive complaints procedure and while our quality assurance processes are robust we recognize that complaints can be helpful in bringing about improvements. Therefore, we investigate complaints thoroughly, provide a written response to the complainant and use the outcomes to enhance the performance of individuals and the organization as a whole.

Sample of services offered for a school or district:

Under 500 Students:

Soar Internal Quality Review:

1. Internal Quality ReviewLed by Cambridge, but to include key school stakeholders, the Internal Quality Review was carried out in late September/early October. This early evaluation of the school's work provided a benchmark for development and improvement. IQR findings were used to support school leaders in the creation of a School Development and Improvement Plan (SDIP), containing priority goals, detailed action plans, roles and responsibilities, resource needs and measurable success criteria. The SDIP formed the basis of school and Board accountability measures.

The IQR report was shared with all school stakeholders. The feedback presentation to the Board gave an evaluative overview of the school's emerging strengths and areas for growth. Cambridge guided the Board in assessing where support for growth is necessary, including the development of roles and responsibilities of Board committees in evaluating progress towards SDIP priorities.

2. Interim SupportAs determined by the IQR, at the school's request, Cambridge supported the school in the development of areas for growth.

3. End of Year IQRTowards the end of the school's first year, Cambridge led a second IQR where focused on the progress made since the first IQR. IQR findings supported the school in end of year self-evaluation processes and the subsequent revision of the SDIP for the next academic year and beyond. The IQR also supports the Board of Trustees in the formulation of a strategic plan for the school's long term development.

500-1000 Students:

Denver Public Schools Quality Reviews:

This school review program at medium sized and large sized Denver Public schools intended to give districts a really clear understanding of their schools so that they know which ones are making the greatest positive impact on student learning and are adding the most value. It also helped the district, through the process of root cause analysis, to identify which key factors have led to the school developing in this way. The process of school review also helped schools to improve the quality of education they provide and to focus even more sharply on raising the educational standards achieved by the students. The review process in Denver Public Schools was designed to offer additional support for any on-going self-evaluation that is being carried out and to act as a springboard for school development and improvement planning.

As part of the larger effort to measure and document the relationship between teaching and learning, Cambridge Education developed and delivered to the Memphis City Schools a conceptually grounded and empirically validated dataset documenting student perceptions of classroom learning conditions as measures of teaching quality and instructional effectiveness. The goal was to provide a look inside the "black box" of classroom instruction, for the purpose of better understanding linkages between value-added measures of teacher effectiveness and the actual practices and classroom conditions that allow effective teachers to produce the added value.

The Tripod Project Team used the MET Student Perception Survey as the foundation for the district-wide survey administration in Memphis. Ron Ferguson and team created an extended survey that not only focused on teaching effectiveness but also the theory of classroom engagement and learning embodied in the Tripod Project Conceptual Framework. Once collected, the data were analyzed to deliver validated measures of teacher quality for each teacher. A raw data set with detailed documentation was also provided to the District for internal analysis purposes.

In order to deploy 80,000 paper surveys in over 200 locations on a single day, the Tripod Project relied on its established protocols developed over years of survey administrations, and its logistical expertise that allowed the team to anticipate and quickly respond to real-time challenges at the school level. In partnership with Apperson Print Management Cambridge Education coordinated the delivery of elementary and secondary level surveys, which were organized in class packs for each of the over 2,600 participating classroom across all school sites.